Didaktičko-metodički aspekti inkluzije slijepe djece u redoviti odgojno-obrazovni program

master's thesis

• Author: Jasna Zubić
• Mentor: Dejana Bouillet (mentor)
• Granter: University of Zagreb; Faculty of Teacher Education; (Chair of Pedagogy and Didactics); Zagreb
• Defense date and country: 2015-12, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Pedagogy; Specific Pedagogy

Abstract

Didaktičko-metodički aspekti koji su prikazani u ovom radu odnose se na
inkluziju slijepe djevojčice u redovitu skupinu dječjeg vrtića. Govori se i o teorijskim,
zakonskim odrednicama inkluzivnog procesa kao i o inkluzivnom kurikulumu.
Ispitano je mišljenje odgojitelja o pretpostavkama inkluzije u kojem sudjeluje 37
odgojitelja iz tri vrtića u Krapinsko-zagorskoj županiji. Istraživanje je pokazalo da
odgojitelji podržavaju inkluziju ali da smatraju da njihove kompetencije nisu dovoljno
snažne. Slijedeće istraživanje u ovom radu odnosi se na projekt koji opisuje inkluzivnu
praksu u redovitoj vrtićkoj skupini u koju je uključena slijepa djevojčica L. Zaključno
u ovom radu istražuje se kako primjena individualiziranog odgojno-obrazovnog plana,
koji daje prikaz analize slučaja slijepe djevojčice L. utječe na optimalan razvoj
djevojčice.

Abstract (english)

This paper presents the methodological and didactic aspects of the inclusion of
a blind girl into a regular preschool group. A theoretical background and law
provisions of inclusive processes are presented together with an inclusive curriculum.
A research has been conducted into the preschool teachers' attitude toward the
inclusion. A group of 37 preschool teachers from three kindergartens in the Krapina-Zagorje County have been asked to give their opinion. The research has shown that
preschool teachers support the inclusion but they consider that their competencies are
not strong enough. Another research in this paper refers to a project which describes
inclusive practices in a regular preschool group in which the blind girl L. is included.
In a conclusion, this paper investigates how the application of an individualized
education program, which is a case study of the blind girl L., affects the optimal
development of the blind girl.

• Keywords: inkluzija; djeca s teškoćama; slijepa djeca; sljepoća; oštećenje vida; didaktičko-metodički aspekti rada; rani i predškolski odgoj i obrazovanje
• Keywords (english): inclusion; children with disabilities; blind children; blindness; visual impairment; didactic and methodological aspects of work; early and pre-school education
• Language: croatian
• URN:NBN: urn:nbn:hr:147:822543
• Study programme: Title: Graduate University Study of Early and Preschool Education; Study programme type: university; Study level: graduate; Academic / professional title: magistar/magistra ranog i predškolskog odgoja i obrazovanja (magistar/magistra ranog i predškolskog odgoja i obrazovanja)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Created on: 2016-09-08 10:53:39